1. Pedagogy is Pedagogy is the holistic science of education. the word is derived from a Greek word Paidos and ago, which means "to lead the the child" 2. The word "education" "education " is derived from the Latin ēducātiō (“ !reeding, a !ringing u, a rearing"# from ēd$cō (“educate, train%# 3. &n formal education, a curriculum is curriculum is the set of courses, and their content, offered at a school or universit'. 4. curriculum came from the Latin word for race course, referring to the course of deeds and eeriences through which children grow to !ecome mature adult 5. Epistemology is Epistemology is the !ranch of hilosoh' that studies knowledge.)eals with 6. *hat is knowledge+ 7. ow is knowledge ac-uired+ 8. ontology is ontology is the stud' or concern a!out what kinds of things eist what entities there are in the universe. &t derives from the Greek onto (!eing# and logia (written or soken discourse#. &t is a !ranch of metah'sics , the stud' of first rinciles or the essence of things. 9. axiology is axiology is /he stud' of the nature of values and value 0udgments. 10. Perennialists !elieve that one should teach the things that one deems to !e of everlasting ertinence to all eole ever'where 11. Educational essentialism is essentialism is an educational hilosoh' whose adherents !elieve that children should learn the traditional !asic su!0ects thoroughl' and rigorousl' 12. Progressivists !elieve Progressivists !elieve that individualit', rogress, and change are fundamental to one1s education. 2elieving that eole learn !est from what the' consider most relevant to their lives, rogressivists center their curricula on the needs, eeriences, interests, and a!ilities of students 13. Philosophy of education can education can refer to either the academic field of alied hilosoh' or to one of an' educational hilosohies that romote a secific t'e or vision of education, and3or which eamine the definition, goals and meaning of education. 14. First First Educa Educati tional onal Confer Conference ence of Pakis Pakistan tan held held in in arach arachii fro! fro! 27 "o# "o# to to 1 $ec 1947 15. Education Education %inister %inister durin& durin& first first educational educational conference conference 'as %r. Fa(lul )eh!an )eh!an
16. First First Educati Educational onal conference conference decided decided to *ro!ote *ro!ote +'o +'o nation theor,theor,- rdu /an&ua&e /an&ua&e and to estalish an nter ni#ersit, oard 17. en., en.,u han han &o#ern!ent &o#ern!ent estalish estalish a 11 11 !e!ers !e!ers national national educati educational onal co!!issio co!!ission n on 30 $ec 1958 18. .% hareef hareef 'as 'as Chair! Chair!ain ain of this this co!!ission co!!ission.. +his +his co!!ission co!!ission started started its 'ork fro an 1959. %r.harif 'as a ecretar, of education 19. harif harif Co!!is Co!!ission sion *resented *resented his re*ort re*ort to President President in u& 1959 consistin consistin& & of 346 *a&es 20. ccordin& ccordin& to harif harif Co!!is Co!!ission sion re*ort chool educational educational ,ear 'as consist consist of 40 'eeks 'ith 2 !onth su!!er- 10da,s 'inter and 14 da ,s s*rin& #acations 21. ni#er ni#ersit sit, , Educati Educationa onall ear consis consists ts of 36 'eeks 'eeks 22. 22. "oor "oor han han )e*o )e*ort rt 'as 'as anot anothe her r "ational Education Polic, , ah,a ah,a o#t o#t in 1970. 23. ni#ersit, ni#ersit, rants rants Co!!issio Co!!ission n 'as estalished estalished accordin& accordin& to this *olic,. *olic,. 24. ulif ulifar ar hut hutto to annou announce nce a "ation "ational al Educa Educatio tion n Polic, Polic, on on 29 %arc %arch h 1972. 1972. 25. ccordin& ccordin& to "ational "ational Education Education Polic, on 29 29 %arch %arch 1972- all *ri#ate *ri#ate instituti institutions ons 'ere nationali(ed on 1 octoer 1972. 26. First First Peo*les Peo*les :*en ni#ersit, ni#ersit, estalishe estalished d in in sla!a sla!aad ad ccordin& ccordin& to "ational "ational Education Polic, on 29 %arch 1972. 27. "ational "ational )esearch )esearch Fello'shi* Fello'shi* 'as estalishe estalished d ccordin& ccordin& to "ational "ational Education Education Polic, on 29 %arch 1972 28. "C 'as 'as esta estali lishe shed d cco ccordi rdin& n& to "ati "ational onal Educat Education ion Poli Polic, c, on 29 29 %arch %arch 1972. 1972. 29. ia l ;a o#t o#t issued issued "ation "ational al Educat Education ion Polic, Polic, 1978 30. sla!iat-P sla!iat-Pak ak tudies-ra tudies-raic ic 'ere !ad co!*ulsor, co!*ulsor, su
1. n %uradaad %uradaad 1859 First First chool chool 'as estal estalished ished , ir. ir. ,ed h!ad h!ad han 2. %: ;i&h ;i&h chool li arh arh 1875 estali estalished shed , ir. ir. ,ed h!ad h!ad han 3. %: colle&e colle&e li arh 1877 estali estalished shed , ir. ir. ,ed ,ed h!ad h!ad han han 'hich 'hich 'as inau&urated , /ord %ilton. 4. +his +his colle& colle&ee eca!e eca!e uni# uni#ers ersit, it, in 1920 1920 5. %r. %r.ide idens ns 'as 'as first first its *rinci *rinci*al *al 6. ll ndia ndia %oha!dan %oha!dan Educational Educational Conference Conference estalis estalished hed , ir. ,ed h!ad h!ad han in 1886
16. First First Educati Educational onal conference conference decided decided to *ro!ote *ro!ote +'o +'o nation theor,theor,- rdu /an&ua&e /an&ua&e and to estalish an nter ni#ersit, oard 17. en., en.,u han han &o#ern!ent &o#ern!ent estalish estalish a 11 11 !e!ers !e!ers national national educati educational onal co!!issio co!!ission n on 30 $ec 1958 18. .% hareef hareef 'as 'as Chair! Chair!ain ain of this this co!!ission co!!ission.. +his +his co!!ission co!!ission started started its 'ork fro an 1959. %r.harif 'as a ecretar, of education 19. harif harif Co!!is Co!!ission sion *resented *resented his re*ort re*ort to President President in u& 1959 consistin consistin& & of 346 *a&es 20. ccordin& ccordin& to harif harif Co!!is Co!!ission sion re*ort chool educational educational ,ear 'as consist consist of 40 'eeks 'ith 2 !onth su!!er- 10da,s 'inter and 14 da ,s s*rin& #acations 21. ni#er ni#ersit sit, , Educati Educationa onall ear consis consists ts of 36 'eeks 'eeks 22. 22. "oor "oor han han )e*o )e*ort rt 'as 'as anot anothe her r "ational Education Polic, , ah,a ah,a o#t o#t in 1970. 23. ni#ersit, ni#ersit, rants rants Co!!issio Co!!ission n 'as estalished estalished accordin& accordin& to this *olic,. *olic,. 24. ulif ulifar ar hut hutto to annou announce nce a "ation "ational al Educa Educatio tion n Polic, Polic, on on 29 %arc %arch h 1972. 1972. 25. ccordin& ccordin& to "ational "ational Education Education Polic, on 29 29 %arch %arch 1972- all *ri#ate *ri#ate instituti institutions ons 'ere nationali(ed on 1 octoer 1972. 26. First First Peo*les Peo*les :*en ni#ersit, ni#ersit, estalishe estalished d in in sla!a sla!aad ad ccordin& ccordin& to "ational "ational Education Polic, on 29 %arch 1972. 27. "ational "ational )esearch )esearch Fello'shi* Fello'shi* 'as estalishe estalished d ccordin& ccordin& to "ational "ational Education Education Polic, on 29 %arch 1972 28. "C 'as 'as esta estali lishe shed d cco ccordi rdin& n& to "ati "ational onal Educat Education ion Poli Polic, c, on 29 29 %arch %arch 1972. 1972. 29. ia l ;a o#t o#t issued issued "ation "ational al Educat Education ion Polic, Polic, 1978 30. sla!iat-P sla!iat-Pak ak tudies-ra tudies-raic ic 'ere !ad co!*ulsor, co!*ulsor, su
1. n %uradaad %uradaad 1859 First First chool chool 'as estal estalished ished , ir. ir. ,ed h!ad h!ad han 2. %: ;i&h ;i&h chool li arh arh 1875 estali estalished shed , ir. ir. ,ed h!ad h!ad han 3. %: colle&e colle&e li arh 1877 estali estalished shed , ir. ir. ,ed ,ed h!ad h!ad han han 'hich 'hich 'as inau&urated , /ord %ilton. 4. +his +his colle& colle&ee eca!e eca!e uni# uni#ers ersit, it, in 1920 1920 5. %r. %r.ide idens ns 'as 'as first first its *rinci *rinci*al *al 6. ll ndia ndia %oha!dan %oha!dan Educational Educational Conference Conference estalis estalished hed , ir. ,ed h!ad h!ad han in 1886
7. cientific cientific ociet, ociet, in 1866 estalished estalished , ir. ir. ,ed ,ed h!ad h!ad han han 8. $ar=ul=$e $ar=ul=$eoand oand estalis estalished hed , %olana %olana >asi! >asi! "anota#i "anota#i in 30 %a, 1866 1866 in Chahta Chahta %osue. 9. %olna %olna %. %eh!! %eh!!od od 'as 'as first first its its teacher teacher.. 10. Follo'in& are *re inde*endence educational re*orts and co!!issions 11. Charles rants +reatise +reatise issued in 1792. Charles 'as a ritish ritish Parlia!ent !e!er. 12. /ord %into? o#ernor eneral of ucontinent@ )e*ort issued in 1811 13. /ord %acaula, %acaula, )e*ort )e*ort 1835 14. 'ood dis*atch re*ort 1854. Charles 'ood 'as *resident of oard of control 15. ;unter Co!!ission 1882. Aillia! Aillia! hunter 'as 'as a !inister of /ord )i**en #icero, council 16. ndian ndian ni#ersities ni#ersities Co!ission Co!ission 1902 17. adler Co!ission 1919. %ichal adler 'as 'as BC of /eads uni#ersit, 18. ;arto& ;arto& Co!!ittee Co!!ittee re*ort 1929 1929 19. ;o' can i &et success in head!aster ea! 20. Education Education is deri#ed deri#ed fro! a latin latin 'ord D educere Educere !eans D to dra' out Education is the creation of a sound !ind in a sound od, is the sa,in& of D ristotle +he est definition of education is that it is D &ro'th resultin& fro! e*eriences Education accodin& to
+he asic source of educational o
;o!e nfor!al education is D ncidental For!al education has 'ell defined D Curriculu! Education is life itself not a preparation for life according to ? Progressivism According to which philosophy permanence is more real than change ? Perennialism Perennialism is an educational philosophy of ? Old values The objective of education comes from ? Philosophy The application of philosophy in education may be ? election of objectives Philosophy and education are two sides of a coin according to ? !oss An important "uestion of philosophy is ? #hat is universe To see$ truth and reality is the subject of ? Philosophy Every system of education is based on ? %deology of nation #ord philosophy is derived from ? Phila and ophia E&pected life outcomes from education are referred as ? Aims 'eing the science of wisdom philosophy aims at ? earch for reality The (rst head of the )eoband was ?
*aulana *. +a"ub ,anautwi The )eoband academy was totally ? ,on government hich is not the mode of -A% uestion mode /0. E&le of psychomotor domain is that student Performs an e&periment /3. Ability to develop a life style based upon the preferred value system is -haracteri1ing //. E&le of cognitive domain is )escribe a topic /2. At the highest level of hierarchy is Evaluation /. tudent can design a laboratory according to certain speci(cation in which category of objective? ynthesis /4. The number of domains in ta&onomies of educational objective is Three /5. The highest level of cognitive domain is Evaluation /6. The process of determing the value or worth of anything is Evaluation 27. Educational objectives have been divide into Three domains 28. Ta&onomy of educational objectives was presented in 862 20. The classi(cation of cognitive domain was presented by 'enjamin . 'loom 23. -ognitive domain have i& subgroups
2/. The lowest level of learning in cognitive domain is 9nowledge 22. The highest level of learning in cognitive domain is Evaluation 2. The right se"uence of subgroups cognitive domain is 9nowledge: -omprehension: application: analysis: ynthesis Evaluation 24. 9nowing; memori1ing and recalling is concerned with 9nowledge 25. To grasp the meaning of the material is -omprehension 26. To use previous learned material in new situation is Application 7. To brea$ down material into component parts to $now its organi1ational structure is Analysis
The )eoband movement used curriculum revision as ? A. *otive The
8544 cienti(c society was established by ? ir syed Ahmad 9han *.A.O colleghe was elevated to Aligarh university in ? 8607 The major impact of the Aligarh movement was ? Political training The major objective of Aligarh movement was to promote ? cienti(c loo$ >amia *illia %slamia was established on ? 8637 >amia *illia %slamia was established by ? *oulana *. Ali johar %n >amia *illlia: the medium of instruction was ? amia *illia could not became popular among *uslims due to its oppostion to ? Two nation theory >amia *illia emphasi1ed on ? A. !eligious education '. cience education -. 'oth a and b Anjman =imayat e %slam was established in ? ahore Anjman =imayat e %slam was established on ? 8554 The founder of Anjman =amayat e %slam was ? -aliph =amid ud )in
,adva tul ulema was established on ? 856/
#hich is not the element of educational process? *otivation The sum of curricular and co@curricular activities is? -urriculum Pedagogy is concerned with ? Teaching *ethods To determine the value or worth of anything is? Teaching *ethods The literal meaning of philosophy is ? ove of wisdom A&iology in philosophy deals with ? alues Epistemology deals with ? 9nowledge Ontology deals with ? !eality Ontology is also called as ? *etaphysics *etaphysics deals with the nature of ? !eality Eclecticism means borrowing beliefs from ? )iBerent philosophies CEverlasting realityD is focused in ? Perennialism
Progressivism C!eforms are necessary in all wal$s of lifeD is focused in ? !econstructionism tudy of great boo$s is at the core of ? Essentialism #ho is not among major e&ponent of perennialism ? >ohn dewey chool should be run on democratic lines is held by ? Progressivism According to which e&perimental $nowledge is real ? Progressivism Ethic and aesthetics are components of ? A&iology Progressivist teacher put more emphasis on ? Practical education The curriculum will be child centered if teacher is ? Progressivist earning should be directly related to the interest of the child according to ? Progressivism Essentialists would get their aim of education from ? Traditions Essentialist philosophy of education is ? -ontent and teacher centered
+he "ational Education Polic, ?"EP@ 2009 ?the Polic,@ co!es in a series of education *olicies datin& ack to the #er, ince*tion of the countr, in 1947. +he re#ie' *rocess for the "ational Education Polic, 1998=2010 'as initiated in 2005 and the first docu!ent- the Ahite Pa*er 'as finalised in %arch 2007. +he Ahite Pa*er eca!e the asis for de#elo*!ent of the Polic, docu!ent.
1. /ife kills=ased Education ?/E@ shall e *ro!oted.
2. rades G and G shall not e *art of the colle&e le#el and shall e !er&ed into the school le#el for!in& *art of eistin& secondar, schools 3. s,ste! for rankin& of *ri!ar, and secondar, educational institutions across the countr, shall e introduced 4. +o create an order for ecellence in the countr,- a "ational %erit Pro&ra!!e shall e introduced to a'ard ri&ht students 5. ll children- o,s and &irls- shall e rou&ht inside school , the ,ear 2015. 6. :fficial a&e for *ri!ar, education shall e 6 to 10 ,ears. +he official a&e &rou* for net le#els of education shall also chan&e accordin&l,. 7. o#ern!ent shall !ake efforts to *ro#ide the necessar, financial resources to achie#e the EF &oals. 8. o#ern!ent shall estalish at least one *na har residential school in each *ro#ince to *ro#ide free hi&h ualit, education facilities to *oor students. 9. E#er, child- on ad!ission in rade - shall e allotted a uniue $ that 'ill continue to re!ain 'ith the child throu&hout his or her acade!ic career. 10. /iterac, rate shall e increased u* to 86H , 2015 11. Pro#inces and district &o#ern!ents shall allocate a !ini!u! of 3H of education ud&et for literac, and non for!al asic education ?"FE@. 12. "EF *ro&ra!!es- currentl, in *ractice u* to &rade 5 shall e e*anded u* to &rade 10'here reuired. 13. ?14 to 17 ,ears@. *ecial educational sti*ends shall e introduced to rehailitate child laourers. 14. achelors de&ree- 'ith a .Ed.- shall e the reuire!ent for teachin& at the ele!entar, le#el. %asters le#el for the secondar, and hi&her secondar,- 'ith a .Ed.- shall e ensured , 2018. P+C and C+ shall e finished 15. $i*lo!a in Education ?$.Ed@ !a, e used as an inter!ediate ualification till .Ed teachers are a#ailale uni#ersall,. 16. +eacher trainin& arran&e!ents- accreditation and certification *rocedures shall e standardised and institutionalised.
17. n ser#ice teachers trainin& in !athe!atics shall e &i#en 'ith due attention to de#elo*in& conce*tual understandin&- *rocedural kno'led&e- *role! sol#in& and *ractical reasonin& skills. 18. n ser#ice teacher trainin& in science shall e ased on real life situations- use of science kits and *ro#ision of science kits to all *ri!ar, and !iddle schools. 19. +eacher allocation *lans- like'ise- shall e ased on schools needs and ualifications of teachers. :#er the course of net t'o ,ears- o#ern!ents shall de#elo* a rationalised and need=ased school allocation of teachers- 'hich should e re#ie'ed and !odified annuall,. 20. Pro#incial and rea d!inistrations shall de#elo* effecti#e accountailit, !echanis! includin& E% data on teacher de*lo,!ent- to control asenteeis! and !ulti*le
AKU &a han ni#ersit, MTDF%ediu! +er! $e#elo*!ent Fra!e'ork B. Ed.achelor of Education NAVTEC "ational Bocational I +echnical Education Co!!ission B. Sc.achelor of cience NCHD "ational Co!!ission for ;u!an $e#elo*!ent B. A.achelor of rts NEAS "ational Education ssess!ent ,ste! Dip.Ed$i*lo!a in Education NEC "ational Education Census DEO$istrict Education :fficer NEF "ational Education Foundation
DPI$irector of Pulic nstructions NEMIS "ational Education %ana&e!ent nfor!ation ,ste! ECE Earl, Childhood Education NEP "ational Education Polic, EDO Eecuti#e $istrict :fficer NEPR "ational Education Polic, )e#ie' EFA Education for ll NER "et Enrol!ent )atio EMIS Educational %ana&e!ent and nfor!ation ,ste! NFBE "on For!al asic Education EOY End of ear NFE "on= For!al Education FATA Federall, d!inistered +rial reas NQF "ational >ualifications Fra!e'ork FMIS Financial %ana&e!ent nfor!ation ,ste! NWFP "orth Aest Frontier Pro#ince FTI Fast +rack nitiati#e OECD:r&ani(ation for Econo!ic Coo*eration and $e#elo*!ent GCI loal Co!*etiti#e nde P&P Polic, and Plannin& ?Ain&@ GDP ross $o!estic Product PEACE Pro#incial Education ssess!ent Centre GER ross Enrol!ent )atio PEC PakistanEn&ineerin& Council GMR loal %onitorin& )e*ort Ph. D. $octor of Philoso*h, GoP o#ern!ent of Pakistan PISA Pro&ra!!e for nternational tudent ssess!ent GPIender Parit, nde PM&DC Pakistan%edical and $ental Council HDI
;u!an $e#elo*!ent nde PMIS Personnel %ana&e!ent nfor!ation ,ste! HDR ;u!an $e#elo*!ent )e*ort PPPPulic Pri#ate Partnershi*s HEC ;i&her Education Co!!ission PTA Parent +eachers ssociation HIVA ID! ;u!an !!unodeficienc, BirusJcuired !!une $eficienc, ,ndro!e PTR Pu*il=+eacher )atio HRD ;u!an )esource $e#elo*!ent )I$ )esearch and $e#elo*!ent ICT sla!aad Ca*ital +erritor, SIP chool!*ro#e!ent Plan ICT! nfor!ation Co!!unication +echnolo&ies SMC chool%ana&e!ent Co!!ittee IEDnstitute for Educational $e#elo*!ent ?@ STEPS tudents- +eachers- Educationists- Parents and ociet, IPEMC nter=Pro#incial Education %inistersK Conference TIMSS+rends in nternational %athe!atics and cience tud, "GO! /ocal o#ern!ent :rdinances TVE+echnical I Bocational Education "SBE /ife kills=ased Education UN nited "ations MDA %id=$ecade assess!ent UNDPnited "ations $e#elo*!ent Pro&ra! MDG! %illenniu! $e#elo*!ent oals UNESCOnited "ations Educational- cientific and Cultural :r&ani(ation MoE %inistr, of Education UPE ni#ersal Pri!ar, Education MoSW &SE %inistr, of ocial Aelfare and *ecial Education
USAID nited tates &enc, for nternationa/ $EBE/:P
he charter Act of East %ndia -ompany was renewed in ? 8533 East %ndia -ompany could not implement charter Act for ? 87 years ord *acaulay;'entic$ !esolution was passed in? 8532 #hich is not the characteristic of ord *acaulay !eport ? !evival of eastern $nowledge According to ord *acaulay one purpose of education was ? To produce cler$s -harles wood )ispatch was presented in ? 852/
1. choice !ade et'een t'o or !ore alternati#e is called . ssu!*tion . $ecision C. )e*ortin& $. "one ns'er is L
2. +he cash ook in !aintained , . $$: . E$: C. $E: $. $,.$E: ns'er is L
3. uthoritarian !odel is !ore suitale for . Confidence . !*ro#e!ent C. chie#e!ent $. $isci*line ns'er is L $
4. +eacher salaries and allo'ances collecti#el, are 'ritten in . Cash )e&ister . cuaintance )oll C. Contin&ent )e&ister ns'er is L
5. +o !oti#ate the other to achie#e certain &oals is . Plannin& . /eadin& C. Controllin& $. :r&ani(in& ns'er is L
6. *ro&ra!!e of acti#ities 'hich is desi&ned to attain educational ends is . /earnin& . Curriculu! C. nstruction $. ,llai ns'er is L
7. u*erannuation retire!ent a&e in Pakistan is . 60 ears . 65 ears C. 75 ears $. 80 ears ns'er is L
8. Pension is &i#en if the retire!ent is after ser#ice of . 25 ,ears . 30 ,ears C. 45 ,ears $. 50 ,ears ns'er is L
9. Person 'ho *ossesses ualities of leadershi* is . /eader . %ana&er C. d!inistrator $. :fficer ns'er is L
10. +he *rocess of !akin&
11. +he characteristics of &ood *lanner are . :*ti!istic . %oti#ator C. Producer $. ll of the! ns'er is L $
12. Ahat does E and $ )ules !ean . Efficienc, and dut, rules . Efficienc, and de*art!ent rules C. Efficienc, and disci*line rules $. Efficienc, and disci*line rules ns'er is L C
13. .$.P is an are#iation of . nnual de#elo*!ent *ro&ra!!e . nnual dut, *ro&ra!!e C. nnual di#ision of *erfor!ance $. nnual deatin& *ro&ra!!e ns'er is L
14. +he *o'er is concentrated in the hands of one or fe' *eo*le in . Control . Co!!and C. $ecentrali(ation $. Centrali(ation ns'er is L$
15. Aht is central to ad!inistration . :r&ani(ation . Co!!unication C. $ecision !akin& $. Coordination ns'er is LC
16. n P:$)- ) stands for . )e*ortin& . )es*onse re*l, C. )e*resentin& $. $irectin& ns'er is L
17. .".E is an are#iation of . chedule of ne' e*erience . chedule of ne' entr, C. chedule of ne' e*enditure $. ,ste! of ne' entr, ns'er is L
18. +he le#el of school add!instration can est e
19. cuittance roll is used for . alar, disurse!ent . tock C. o#t . &rants $. E*enditures ns'er is L
20. +he de&ree to 'hich or&ani(ational resources contriute to *roducti#it, is . Effecti#eness . Efficienc, C. :ut *ut $. Production ns'er is L
21. ll transaction should e enterd in 'hich re&ister . Fee . Cash C. Funds $. Aith dra'l ns'er is L
22. Coordinatin& - sti!ulatin& and directin& the &ro'th of teacher is the *ur*ose of . d!inistration . ns*ection C. u*er#ision $. %ana&e!ent ns'er is L
23. +he conce*t of ins*ection 'as first introduced in . Pakistan . ndia C. En&land $. China ns'er is L C
24. ud&etin& is an esti!ation of . nco!e and in#est!ent . n#est!ent C. nco!e and e*enditure $. ll of the ao#e ns'er is L C
25. +he authori(ed *erson of staff *erfor!ance is . +eacher . ;ead teacher C. tudent $. Clerk ns'er is L
26. nfor!al education is D a. ust schoolin& . +ine ound c. /ife lon& d. Pre*lanned ns'er is L c
27. Ahat is the !ost i!*ortant ele!ent of non for!al education D a. +eacher . tudent c. %edia d. chool ns'er is L c
28. Ahich one is not the source of for!al education D a. chool . %useu! c. /irar, d. ;o!e ns'er is L d
29. nfor!al education is D a. Planned . ncidental c. ,ste!atic d. rran&ed ns'er is L
30. For!al education has 'ell defined D a. Curriculu! . ,ste! c. %ethod d. **roach ns'er is L a
31. Ahich is not the ele!ent of educational *rocessD a. i!s . Curriculu! c. E#aluation d. %oti#ation ns'er is L d
32. +he su! of curricular and co=curricular acti#ities isD a. i! . Curriculu! c. Peda&o&, d. u!!ati#e e#aluation ns'er is L
33. Peda&o&, is concerned 'ith D a. i!s . Content c. +eachin& %ethods d. E#aluation ns'er is L c +o deter!ine the #alue or 'orth of an,thin& isD a. i! . Content c. +eachin& %ethods d. E#aluation ns'er is L c
34. n education *rocess 'hich one is e#aluated D a. i! . Content c. %ethods d. ll of the ao#e ns'er is L d
35. +he literal !eanin& of *hiloso*h, is D a. /o#e of kno'led&e . /o#e of truth c. /o#e of #alues d. /o#e of 'isdo! ns'er is L d
36. iolo&, in *hiloso*h, deals 'ith D a. no'led&e . )ealit, c. Balues d. Culture ns'er is L c
37. E*iste!olo&, deals 'ith D a. no'led&e . )ealit, c. Balues
d. Culture ns'er is L a
38. :ntolo&, deals 'ith D a. no'led&e . )ealit, c. Balues d. Culture ns'er is L :ntolo&, is also called as D a. %eta*h,sics . iolo&, c. :ntolo&, d. %or*holo&, ns'er is L a
39. %eta*h,sics deals 'ith the nature of D a. Balues . no'led&e c. ni#erse d. )ealit, ns'er is L d
40. Eclecticis! !eans orro'in& eliefs fro! D a. :ne *hiloso*h, . +'o *hiloso*hies c. +hree *hiloso*h, d. $ifferent *hiloso*hies ns'er is L d
41. E#erlastin& realit, is focused in D a. Perennialis! . Essentialis! c. Pro&ressi#is! d. )econstructionis! ns'er is L a
42. seful culture and skill is e!*hasi(ed in D a. Perennialis! . Essentialis! c. Pro&ressi#is! d. )econstructionis! ns'er is L
43. /ife is coutinuous chan&in& *rocess is the est D a. Perennialis! . Essentialis! c. Pro&ressi#is! d. )econstructionis! ns'er is L c )efor!s are necessar, in all 'alks of life is focused in D a. Perennialis! . Essentialis! c. Pro&ressi#is! d. )econstructionis! ns'er is L d
44. tud, of &reat ooks is at the core of D a. Perennialis! . Essentialis! c. Pro&ressi#is! d. )econstructionis! ns'er is L
45. Aho is not a!on& !a
46. chool should e run on de!ocratic lines is held , D a. Perennialis! . Essentialis! c. Pro&ressi#is!
d. )econstructionis! ns'er is L c
47. 47. +he nu!er of do!ains in taono!ies of educational ouestions 20. The classi(cation of cognitive domain was presented by aF 'enjamin . 'loom bF $inner cF 9rathwhol dF impson Answer is G a 23. -ognitive domain have aF Three subgroups bF Hour subgroups cF Hive subgroups dF i& subgroups Answer is G d 2/. The lowest level of learning in cognitive domain is aF -omprehension
bF Application cF 9nowledge dF ynthesis Answer is G c 22. The highest level of learning in cognitive domain is aF Evaluation bF ynthesis cF analysis dF Application Answer is G a 2. The right se"uence of subgroups cognitive domain is aF 9nowledge: -omprehension: Application: ynthesis: analysis: Evaluation bF 9nowledge: -omprehension: application: Evaluation: analysis: ynthesis cF 9nowledge: -omprehension: Evaluation: application: Analysis: yntesis dF 9nowledge: -omprehension: application: analysis: ynthesis Evaluation Answer is G d 24. 9nowing; memori1ing and recalling is concerned with aF -pmprehension bF Application cF 9nowledge dF Evaluation Answer is G c 25. To grasp the meaning of the material is aF -omprehension bF Applicatin cF 9nowledge dF ynthysis Answer is G a 26. To use previous learned material in new situation is aF -omprehension bF Application cF 9nowledge dF analysis Answer is G b 7. To brea$ down material into component parts to $now its organi1ational structure is aF -omprehension bF application cF Analysis dF ynthesis Answer is G c 8. To put ideas together to form a new whole is aF Evaluation bF ynthesis cF Analysis dF Application Answer is G b 0. To $now the worth or value of material is aF Analysis bF Application
cF 9nowledge dF Evaluation Answer is G d 3. The intellectual s$ills are reIected by aF -ognitive )omain bF aBective domain cF Psychomotor dF ,one of above Answer is G a /. Attitudes: values and interests are reIected by aF -ognitive )omain bF ABective )omain cF Psychomotor )omain dF ,one of above Answer is G b 2. #hich domain is concerned with physical and motor s$ills? aF -ognitive )omain bF ABective )omain cF Psychomotor domain dF ,one of above Answer is G c . The focus of cognitive domain is aF Physical and *otor s$ills bF %ntellectual $ills cF Attitudes and %nterests dF ,one of above Answer is G b 4. The aBective domain was classi(ed by aF 'enjamin . 'loom bF impson cF 9rathwhol dF 'urner Answer is Gc 5. ABective domain is divided into aF four subgroups bF Hive subgroups cF i& subgroups dF seven subgroups Answer is G b 6. The lowest level of learning in aBective domain is aF !esponding bF aluing cF Attending dF Organi1ation Answer is G c 47. #hich is placed at the highest level of learning in aBective domain aF Attending bF !esponding cF Organi1ation dF -haracteri1ation
Answer is G d 48. !ight order of sub@ groups of aBective domain is aF Attending: !esponding: aluing: characteri1ation: Organi1ation bF attending: !esponding: -haracteri1ation: aluing: Organi1ation cF Attending: aluing: !esponding: Organi1ation: -haracteri1ation dF Attending: !esponding: aluing: Organi1ation: -haracteri1ation Answer is G d 40. #illingness to attend to particular phenomenon is aF Attending; !eceiving bF !esponding cF aluing dF Organi1ation Answer is G a 43. #hich sub@ group of aBective domain focuses on active participation in aFAttending; !eceiving bF !esponding cF aluing dF Organi1ation Answer is G b 4/. 'ringing together diBerent values into a comsistent value system is aF Attending; !eceiving bF !esponding cF aluing dF Organi1ation Answer is G d 42. ABective domain focuses on adoption of a value system as a part of life style in aF !esponding bF aluing cF Organi1ation dF -haracteri1ation Answer is G d 4. Psychomotor domain was classi(ed by impson in aF 860 bF 8640 cF 8650 dF 8660 Answer is G b 44. ABective domain was divided into subgroups by 9rathwhol in aF 862/ bF 86/ cF 864/ dF 865/ Answer is G b 45. Psychomotor domain was divided by impson in aF Hour subgroups bF Hive subgroups cF i& subgroups dF even subgroups Answer is G d 46. The -haracteristic of behavioral objective is
aF Observable and %mmeasurable bF ,on@ observable cF Observable and measurable dF ,one of above Answer is G c 57. The right se"uence of sub@groups of psychomotor domain is aF Perception: et: Juided response: *echanism: -omple& overt response: adaptation: Origination bF Perception: -omple& over response: et: Juided: response: *echanism: adaptation: Organi1ation cF et: Origination: Juided response: *echanism -omple& overt response: Adaptation: perception dF Juided response: *echanism: perception: et: Adaptation: Organi1ation: -omple& overt response Answer is G a 58. Objective related to aBective domain is aF tudent can paint a picture bF tudent can draw a graph cF tudent values honesty dF tudent can write a letter Answer is G c 50. 'ring together scienti(c ideas to form a uni"ue idea is aF Application bF analysis cF ynthesis dF Evaluation Answer is G c 53. #hich is vast in scope aF Teaching tactic bF Teaching Techni"ue cF Teaching trategy dF Teaching *ethod Answer is G c 5/. tudents (nd;e&plore the in formations themselves in aF lecture method bF )iscovery method cF 'oth dF none Answer is G b 52. Teacher performs practically and e&plains in aF ecture method bF discovery method cF demonstration method dF Problem solving method Answer is G c 5. !ole of student is active in aF )iscover method bF Problem solved method cF %n"uiry method dF All above
Answer is G d 54. *icro teacher is a aF Teacher method bF Teaching training techni"ue cF *otivational techni"ue dF none of above Answer is G b 55. #hat is the tie of presentation in *icro teaching? aF 8@2 min bF 2@87 min cF 87@82 min dF 82@07 min Answer is G b 56. #hat is the ,o of students in micro teaching? aF 8@2 bF 2@87 cF 87@82 dF 82@07 Answer is G b 67. *icro teaching started in aF 8627 bF 867 cF 8647 dF 8657 Answer is G b 68 *icro teaching focuses on the competency over aF *ethod bF $ills cF -ontents dF ,one of above Answer is G b 60. #hich is more suitable in teaching of science? aF ecture method bF demonstration method cF )iscussi on method dF Project method Answer is G d 63. #hich one is e&ception? aF 'oo$s bF *aga1ine cF )iagrams dF T. Answer is G d 6/. #hich is not included in print media? aF 'oo$s bF *aga1ine cF )iagrams dF T. Answer is G d
